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EEA202 (Week 1 (Origins of inappropriate behaviour (Environmental (Home…

- - - - Behavioural
      - Psycho-educational
      - Cognitive Behavioural
      - Social Justice
    - - 1.1.1
        
        Knowledge and understanding of:
        
        Characteristics
        
        Social
        
        Physical
        
        Intellectual
      - 3.5.1
        
        Demonstrate a range of:
        
        Communication skills:
        
        Verbal
        
        Non-Verbal
      - 4.3.1
        
        Demonstrate Knowledge of:
        
        Practical Approaches to manage:
        
        Challenging Behaviour
  - - - 4 Preventative Practices:
        
        Physical Environment
        
        Classroom Culture
        
        Instructional Practices
        
        Classroom Climate
      - 3 Intervention Practices:
        
        Cognitive Behavioural
        
        Behavioural
        
        Phycho-Educational
      - 3 Key Theoretical Practices:
        
        Ecological
        
        Psycho-educational
        
        Socio-cultural
  - - - Socially Acceptable
      - Suitable to the Context
      - Respectful of All Rights
    - - Socially Unacceptable
      - Contextually Unacceptable
      - Disrespects rights of students
      - Student behaving Inappropriately
  - - - Disruptive of others
      - Calling out
      - Swearing
      - Being out of place
      - Talking when others are speaking
    - - Only disrupt the student doing the behaviour
      - Day dreaming
      - Fiddling
      - Staring into space
  - - - Students do unsolicited
      - Self Initiated
    - - Challenge usually by teacher or authority figure
      - Response to a challenge of primary misbehaviour
  - - - Self esteem issues
      - Oppositional Spectrum Disorder
      - Autism spectrum disorder (ASD)
      - Emotional Abuse
      - Attention deficit hyperactivity disorder (ADHD)
    - - Home environment
      - Socio-economic status
      - Cultural norms
      - Ethnic and religious values
      - Classroom environment
      - Teacher attitudes
    - - Cognitive ability
      - Age and Experience
      - Moral Development
      - Emotional Development
  - - - Unacceptable level of disruption
      - Endanger wellbeing of students/staff
    - - Physical threats/bullying
      - Assaults/handling dangerous objects
  - - - Teachers have a powerful impact on the classroom environment. While many factors impact student learning, the research pertaining to influences on student behaviour and learning repeatedly point to the effectiveness of teachers as a key component.
    - - Henley (2010) identifies classroom management as the “essential teaching skill” (p. 4) and suggests effective teachers minimise behaviours to reduce interruptions and create learning environments that allow for students’intellectual and emotional growth.